Transcript BA (Hons) Primary Education

BA (Hons) Primary Education
Year Three
School Based Training Briefing
2013-2014
Important Dates
Day Visits
Wednesday 15th, Thursday 16th and Friday 17th January 2014
Block Placement
Monday 20th January – Friday 14th March 2014
(The students have one week for half term either week
beginning 17th February or 24th February depending on
which week your school is closed.)
Interim Report
w/b 10th February 2014
Final Report
w/b 10th March 2014
Placement Requirements
Handbooks
All handbooks are now electronic and are
available on the Partnership website
www.mmu.ac.uk/education/partnerships/primary
Specific – Relates to this placement
Page 7 gives the placement headlines, telling you what happens
at various points during the placement.
Page 8-11 spells out what is required and expected in the Y3
placement. These pages are organised under five headings
that map to the SBT RoLOs and Report.
Generic – Relates to all undergraduate
placements
Preparation Phase
Before the day visits students should:
1.
2.
Contact the School to introduce themselves.
Write a letter of introduction to the Head Teacher and email it to the school.
Also, make copies for the School Mentor , the Class Teacher and include a copy in
their file for their MMU tutor.
3. Familiarise themselves with the context of the school
4. Set up files.
During the day visits students should:
•
•
•
•
•
Observe
Work with individual/groups to begin to get to know the children and their
ability levels.
Discuss planning for the class and negotiate a timetable for the first full
week of placement.
Share/discuss their SBT targets and identify a suitable Key Issue.
Find out about key policies and schemes of work.
The Block Placement
Teaching requirements = Progressive
50% by the interim visit
60% by the final visit
10% = file time and
30% = professional development
e.g.
• observing and working with groups where the teacher has prepared and
planned the material
• completing school based tasks
• Supporting in other age phases,
• Shadowing other professionals
• Preparing materials and displays etc
• Addressing tasks in the Phonics Workbook
The Block Placement
Planning
- Students must use the MMU Proforma – different one for Y3 and Y4
placement to Year 1, 2 and PG1 – see the Partnership website.
- Plan for differentiation - be specific!
- Plan for additional adults – in all taught sessions
- In addition, for the Core assessment, students need to plan and deliver
a unit/scheme of work
The Block Placement
Teaching and Assessment
Students must:
•Discuss and complete a detailed evaluation of each lesson taught – comment on
the impact on the children’s learning, the student’s professional development
AND the next steps.
•Use Class/Group Assessment Records (some examples available on the
Partnership website which students can adapt to meet their own needs and/or
the context)
•Gather samples of children’s work – mark and annotate
•Develop and complete Whole Class Monitoring sheets in Literacy, Numeracy,
Science, (Computing) and two Foundation subjects
•Ensure consistent use of the Additional Adults Feedback sheets
The SBT tutor needs to see exactly how lesson evaluations and assessments are
informing future planning and teaching! The students have been
advised to write on/annotate existing plans – this shows that they
ARE working documents – we like this!
The Block Placement
Planning, Teaching and Assessment Guidance
You need to use all of these.
–
–
–
–
–
–
–
Unit Plan (a sequence of lessons)
Individual session planner /foundation stage session planners
Phonics Planners
Guided Reading Planner
Group assessment records*
Whole Class Monitoring sheets*
Additional adult communication and feedback sheets
* Proformas are suggestions only
Professional Development and Review
• Contextual analysis
o The school
o Your base class
• Targets from previous placement
• A Key Issue – relating to the specific context of this school
• Weekly reflection/review
o Progress made against initial targets and key issue
o Next steps against each of these
o New learning – staff meetings, parents evening, school visit,
opportunities to work with other professionals etc.
o New targets arising from RoLOs
• Progress Towards the Standards
How the students are monitored and
assessed
RoLOs
Focused and regular – at least one a week in addition to the phonics RoLO.
Phonics RoLO separate and specific. There are three of these in the Phonics
PT&D Handbook. It will also be available from the Partnership website.
Interim Report
Overall assessment: Outstanding/Good Pass, Requires Improvement or At Risk
and graded 1-4. There is clear guidance in the SBT report as to how the overall
grade will be determined.
Final Report
Overall assessment: Outstanding /Good Pass, Requires Improvement
or Fail and graded 1-4
The Grading Criteria – now an integral part of the SBT Report but
also available as a separate document to be used on a regular basis
throughout the placement to support progress through target setting.
The Block Placement
In Addition
Phonics
All students HAVE to teach phonics (even if you are in KS2!)
You will have a Professional Training & Development Handbook
For Teaching Phonics
Dealing with absences appropriately
The students have been given the following guidance:
If you know that you are going to be absent, negotiate this with the school and
inform your MMU Tutor
If you have an unexpected absence you must
•Contact the school YOURSELF as early as possible
•Keep the school informed on a daily basis
•Ensure that you have left a copy of your plans for the week with the teacher
•Contact the Placements Office and your MMU Tutor
See page 6 in the handbook which is available on the Partnership website, for
contact details and a reminder of procedures.
“Exceptional Factors” are not required for SBT! You will, however,
need a doctor’s note if you are absent for more than five consecutive school
days.
A cumulative absence of more than five days will need “making up” in order for
the student to meet the minimum requirement in terms of days in school.
Key areas of focus for BA3 SBT
• Training and Professional Development Guide:
Teaching Phonics
• Core unit assessment – planning and
delivering a creative scheme or work/unit
• Assessment – using this effectively to have a
positive impact upon children’s learning.
What does an outstanding Y3 student
look like in terms of assessment?
• It starts at the planning stage! You must clearly identify who, what, when
and how you are going to assess throughout the lesson. Include key
questions that are differentiated to match the individual abilities within
your class.
• Make sure that you are using the Additional Adult feedback sheets so that
you are aware of the progress and learning/achievements of children who
have been supported by another adult.
• Annotate your lesson plan immediately after delivering the session and/or
add post-it-note observations.
• In your lesson evaluation make sure that you comment specifically on the
progress/learning of key individuals and/or groups. Remember to include
the information from the additional adult feedback.
And then …
• In your evaluation clearly identify the next steps that all children
will need to take and how/when this will happen.
• Transfer information onto the whole class/group monitoring sheets
– available electronically on the Partnership website. You may want
to adapt this to suit your class/context/needs.
• Use this information to complete and/or adapt the prior knowledge
section of the subsequent lesson plans.
• Annotate your next lesson plan to show how and why you have
adapted this plan in the light of your assessments and evaluations –
this is very good practice! It shows that your plans are working
documents and provides clear evidence of assessment
informing planning!
Finally …
The quality of evidence of children’s work in your assessment file may be graded as
follows:
3/RI – limited examples of children’s work with some annotation. Some examples of
monitoring sheets but no clear indication of how these are impacting on learning.
2/G – A range of examples of children’s work with some meaningful annotations that
comment on the learning that took place in the lesson and that shows that you
understand how learning takes place. Monitoring sheets will have been used
consistently and have some commentary evident on them.
1/O – A comprehensive range of examples of work across curriculum areas,
demonstrating the qualities above, identifying next steps. We would expect to see a
several examples for individual children or groups which demonstrate clear
progression and can also be linked back explicitly to lesson plans and class/group
monitoring sheets. These monitoring sheets will have implications or next steps
identified on them.
Assessment files should also contain clear evidence of the school’s assessment policy
and assessment practices that you have engaged with, e.g. APP You need to be able to
take ownership of this process and be prepared to discuss how assessment has
informed your planning and has had a positive impact upon the children’s learning.